Using communities of practice to build academic independence in a middle school classroom

Abstract

Teaching practices characterized by a cultural orientation that emphasizes independence may simultaneously threaten cultural reproduction and socioeconomic inequality. While individual merit and competition are rewarded, the space between us grows. This research aimed to challenge the widespread meritocratic narrative by implementing Wenger’s (2010) communities of practice to illuminate the experiences of middle school students working interdependently. Understanding the general implications of a de-centered, cooperative classroom on teaching and learning can influence an educator’s approach to small group work and classroom discourse.